Ensuring Sustainable Economic Development Through Curriculum Reforms in Technical and Vocational Education in Nigeria

Abstract

The paper examined Technical and Vocational Education for sustainable development; it also highlighted economic factors justification for curriculum reforms in Technical and Vocational Education (TVE). The study used random samples 117 technical teachers and 200 technical students in all population of 119 teachers and 1000 technical students in all six public technical colleges in Kogi State. TVE curriculum reform with a KR-21 reliability index of 60 was used to collect the data. Two null hypotheses were tested at 05 alpha levels using the t-test statistics. Results showed that respondents were unanimous in their responses for the sustainable development of students, employers and the public needs were not satisfied with the TVE curriculum. Recommendations were made that, TVE curriculum should be reformed to incorporate the participation and support of industries; government, non-governmental organizations and the public, strategies such as workplace training, apprentice and intensive practical training should be incorporated.